| Activities |
Tools |
Sample National Content Area Standards |
| Create "vocabulary word" table that included a graphic for each word and a description of why it represents the word |
Word Processing |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Download a CNN editorial and replace the adjectives with one that have similar meaning. |
Word Processing |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Rewrite the Bill of Rights to a level that is more easily understood by 2nd grade students. |
Word Processing |
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
| Download a picture of the Statue of Liberty and create a list of 50 words that describe its features. |
Word Processing |
Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
| Use weather data from the Internet to create the "Window on Weather" section of the school newspaper |
Word Processing |
Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
| Locate clipart of two birds that are very different, and then write a paragraph that highlights those differences. |
Word Processing |
Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
| Compose a letter to the Mayor regarding the poor air quality of your neighborhood. Include digital photos to support your argument. |
Word Processing |
Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
| Write a one page story that predicts what life in the United States will be like in 75 years. |
Word Processing |
Students us spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
| Use the "Track Changes" tool to suggest edits on your partner's report |
Word Processing |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Use a different color text to add your part of a "chain" story written by students in your group. |
Word Processing |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Choose three graphics that represents key features of the main character in today's story and describe why you chose each one. |
Word Processing |
Students us spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information. |
| Use the "Highlight" tool to mark each noun yellow and each verb blue |
Word Processing |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Lower the reading level of the 1st paragraph of Abraham Lincoln's presidential acceptance speech by using different adjectives and adverbs |
Word Processing |
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
| Compare the number of adjectives and adverbs used in the first 300 words of a non-fiction book and a fiction book. |
Spreadsheets |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Similarities of fairy tales, e.g., setting, theme, characters. |
Databases |
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fictuion and nonfiction, classic and contemporary works. |
| Parts of speech examples. |
Databases |
Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Plot Main Ideas: Punctuation |
Concept Maps |
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Graphically depict parts of speech |
Presentations |
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Illustrated prepositions in action |
Presentations |
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. |
| Books on the Web e.g., Complete works of Shakespeare |
Web Browsers |
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. |
| Audio- e.g, Robert Frost reading poetry |
Web Browsers |
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. |
| Internet News |
Web Browsers |
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. |
| Human Interest Stories |
Web Browsers |
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. |
| Online Dictionaries or Thesaurus |
Web Browsers |
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. |
| Communicate with other students |
Communication Tools |
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics). |
| Communicate with writers |
Communication Tools |
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics). |
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